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1.
英国专业博士学位教育发展的特征及启示 总被引：2，自引：0，他引：2
与传统哲学博士相比,专业博士是一种特殊类型的学位制度。专业博士学位教育自1992年在英国出现,十多年来发展迅速,涉及为数众多的大学和学科,但其在各院校和各学科间的分布不均衡。在专业设置、培养过程和研究工作等方面,英国专业博士学位教育初步形成了自身的特色。英国专业博士学位教育的发展是现代大学理念触动、政府公共政策引导、市场需求诱致和学习借鉴共同作用的结果。英国的经验值得我们高度重视,政府、大学和社会都应为专业博士学位教育在我国的发展创造条件。 相似文献
2.
Philip J. Osteen Todd J. Vanidestine Tanya L. Sharpe 《Journal of Teaching in Social Work》2013,33(2):111-128
Methods of incorporating culturally competent practice and social justice curricula often are addressed in a required course or across courses using an infusion model. This research explored multicultural curricula and MSW students' attitudes about race and diversity. Data were collected from 297 MSW students enrolled at two universities. Multivariate analysis of variance revealed significant differences between students in programs with required multicultural coursework and those utilizing an infusion model, with respect to attitudes toward African Americans but not on measures of diversity or social equality and justice. The results indicate the differential outcomes based on curriculum models and support the need for further research in this area. 相似文献
3.
Concern that practical realities in classrooms will ‘trump’ theories has led some universities to design residency teacher education programs that maximize coherence between university coursework and field experiences. Yet, some research suggests that student teachers can learn from dissonance. This qualitative case study of one cohort in an urban teacher residency program that sought to maximize coherence asks how the apprentice teachers experienced connections between the university and the field. Although apprentices experienced dissonance, they nonetheless expressed coherent philosophies aligned with university values. Coherence was something that individual apprentices constructed for themselves as they developed a personal ‘style’ or way of teaching in a program that welcomed their prior identities. Coherence was achieved through early development of a personal professional identity, not perfect alignment between field and university. 相似文献
4.
In this article, we analyse the organisation of the doctorate in communication sciences in the context of the overall discussion on the changing organisation of doctoral studies in Switzerland. We focus on three tensions which appear central for the field, namely the employment status of doctoral students, the importance of academic vs. professional training and, finally, the organisation of doctoral studies and the possibilities and difficulties in the introduction of a graduate school model. Our results show that in this field the doctorate has to be considered more as an orientation period, where professional and academic training coexist and where there is an extremely high diversity of objectives, activities and organisation forms, both between universities and individual students. This model is surprisingly well adapted to the situation of a field characterised by high internal diversity, rather low research intensity and strong orientation to application. Reforms like the introduction of graduate schools or the reinforcement of academic training have thus to be implemented with some care. 相似文献
5.
比较优势理论是探讨教育博士专业学位研究生教育定位与发展的一个视角。理论与实践紧密结合是其理念基础。其比较优势需要通过特别的培养方案来实现。牢固树立专业博士学位研究生教育理念,坚守专业博士学位品质,培育专业精神和专业伦理,创新培养体制和办学体制,突出专业学位研究生教育的特色,是强化教育博士专业学位研究生教育比较优势的策略。 相似文献
6.
Suomi Kati Kuoppakangas Päivikki Kivistö Jussi Stenvall Jari Pekkola Elias 《Tertiary Education and Management》2020,26(4):397-414
Doctoral employment outside universities has been increasing, as universities cannot employ all doctorate holders. Nevertheless, it has been argued that the shift from doctoral programs to the non-academic labour market has been limited. In this qualitative study, more than 800 verbal answers given by doctorate holders to a pair of open-ended questions were content-analysed to explore doctorate holders’ perceptions of the non-academic labour market and the reputational problems they relate to their employment. The study identifies four reputational problems which doctorate holders relate to their employment: the oversupply problem, the overeducation problem, the consistency problem and the communication problem. By identifying potential reputational problems on the doctorate holders level, this research contributes novel information in terms of both theory development and practitioner insights.
相似文献7.
Terry Evans 《Studies in Continuing Education》2013,35(2):174-182
This article outlines the current position and debates concerning professional doctorates in Australia. The growth in professional doctorates has been substantial over recent years with most of the nation's thirty‐seven universities offering such awards. However, there are many challenges stemming from these developments which range from concerns over: the status of doctoral degrees; fostering research which is useful for professions, industry, commerce and government; developing and sustaining appropriate research and dissemination skills in students; developing and sustaining appropriate supervision qualities in staff, and appropriate examining qualities in others; and calculating the balance between courseworkand research. The focus here is on the ‘delivery’ of ‘flexible researching’ often found in professional doctorate programs which differ from traditional notions of doctoral supervision incorporating views of research, a thesis and supervision which can be characterised as rather inflexible. This article analyses the contribution that theories and practices of flexible learning can make to the understanding and practice of professional doctorates and the relationships and characteristics which are required of organisations and their staff as they provide and ‘ facilitate doctoral learning and research for professional contexts. The article raises some issues and questions which arise for those involved with and concerned about ensuring and are enhancing the quality of professional doctorates. 相似文献
8.
The National Science Foundation GK-12 program has made more than 300 awards to universities, supported thousands of graduate student trainees, and impacted thousands of K-12 students and teachers. The goals of the current study were to determine the number of sustained GK-12 programs that follow the original GK-12 structure of placing graduate students into classrooms and to propose models for universities with current funding or universities interested in starting a program. Results from surveys, literature reviews, and Internet searches of programs funded between 1999 and 2008 indicated that 19 of 188 funded sites had sustained in-classroom programs. Three distinct models emerged from an analysis of these programs: a full-stipend model, in which graduate fellows worked with partner teachers in a K-12 classroom for 2 d/wk; a supplemental stipend model in which fellows worked with teachers for 1 d/wk; and a service-learning model, in which in-classroom activity was integrated into university academic coursework. Based on these results, potential models for sustainability and replication are suggested, including establishment of formal collaborations between sustained GK-12 programs and universities interested in starting in-classroom programs; development of a new Teaching Experience for Fellows program; and integration of supplemental fellow stipends into grant broader-impact sections. 相似文献
9.
The EdD (Doctor in Education) is a professional doctorate that provides a framework for experienced professionals to examine and develop their practice through research and engagement with relevant theoretical perspectives and professional academic literature. This type of doctorate provides the opportunity for professionals to develop their capacity for critical, professional agency, often achieved through the use of reflection for the integration of academic and professional knowledge. This paper explores doctoral students’ perspectives on the nature and value of reflective statements in terms of a product of learning and a process of reflection. The analysis of EdD students’ responses from one university in the UK reveals a connection between the process of reflection and the development of professional knowledge and contribution to practice—major goals of professional doctorate programmes. This small‐scale study has highlighted implications for the role of reflection in EdD programmes for the development of critical, professional agency. At the metacognitive level of the EdD student clarity is lacking regarding the process of reflection—the nature, scope, object, purpose, value and development—which raises the very important question of ‘what counts as adequate reflection and on what grounds’. This study has identified the need to build capacity, first, in the reflective practice of EdD students and second, in the pedagogic demands of the tutors and supervisors and, third, the assessment demands required of examiners. 相似文献
10.
Research suggests that new doctoral graduates face increased publication pressure to achieve tenure: doctoral programs may
have also increased this expectation. We examined whether faculty graduating before and after the year 2000 differed significantly
in total publications, peer-reviewed publications, and first-authored publications as of the year they graduated with their
doctoral degrees along with peer-reviewed publications as of tenure. A sample of 197 curriculum vitae was retrieved from educational
psychology departmental websites across the 24 universities; vitae were coded for year the faculty member completed his/her
doctorate and total number of publications, number of peer-reviewed publications and number of first-authored, peer-reviewed
publications. Results indicated that faculty who graduated in the year 2000 and beyond had a significantly greater number
of total publications—more peer-reviewed publications, more first-authored, peer-reviewed publications as of the year they
graduated with their doctoral degrees, along with more peer-reviewed publications as of tenure. Publication productivity among
doctoral graduates of educational psychology programs at research universities before and after the year 2000. 相似文献
11.
Evelyn Shyamala Devadason Thirunaukarasu Subramaniam Esther Gnanamalar Sarojini Daniel 《Asia Pacific Education Review》2010,11(3):321-348
A recent initiative or skill bridging measure taken by the Malaysian public universities is to build into the formal curriculum soft skills to produce graduates with a right balance of diverse abilities. However, to date, there is no comprehensive attempt to review the integration of soft skills in the formal curriculum (both coursework and training) of university programmes. The paper therefore reviews the adequacy of the infusion and acquisition of the entire range of skills embedded in taught courses and practical/industrial training from the students’ perspective. The specific focus of the study is to identify what worked well and what had not in acquiring the skills designated in the teaching–learning process. The key findings of the study are as follows. First, the perceived infusion–acquisition of skill types differs unequivocally between coursework and training, suggesting the complementary nature of both components of the formal curriculum for the integration of soft skills. Second, the infusion–acquisition of soft skills remains highly concentrated on specific items/skills for both coursework and training. For the coursework component, communication skills explain most of the total variance, whilst moral and professional ethics ranks first in explaining the total variance for the training component. In total, the perceived low and selective appreciation of skills by students signals the need to readdress the existing strategies within the teaching–learning process to ensure a better integration of soft skills. 相似文献
12.
Abstract There is evidence that many students leave university without effective learning strategies and skills that would facilitate their learning in the future. For example, they can complete their university courses without developing information skills or a love of learning, with only a limited repertoire of learning strategies, and with no intention of engaging in further learning. While these findings indicate a need for universities to review the structure of courses and the way that they are taught and assessed, it is not necessary to wait for this to happen. Within existing course structures, universities can help prepare students for lifelong learning by teaching them learning strategies. This is best done if the strategies are taught by university teachers in the context of their regular coursework. We have confirmed in our research and professional development projects that this can be done. In an experimental study, we investigated the effects of explicidy teaching students learning strategies in the context of their regular coursework. This research indicated that students who were taught learning strategies in the context of their regular coursework used them effectively and achieved better results than students who were taught in the conventional way. In a professional development project, we taught university teachers from a variety of subject areas to teach learning strategies to students in their own courses. These teachers were successful in helping students develop a repertoire of effective learning strategies and display greater commitment to their learning. 相似文献
13.
高校学生课程作业评价研究 总被引：2，自引：0，他引：2
课程作业作为一种传统的考查学生学术研究和问题解决能力的方式,在高等学校的许多课程教学中得到应用。本文针对目前课程作业评价的混乱状态,考察了国外课程作业评价的特点、表现形式及实施策略,并提出改善高校学生课程作业评价的建议。 相似文献
14.
This article reports on doctoral programs in educational technology during the period 1960-70. Included are figures on degrees
granted by the 26 universities that offered such programs in 1970, by sex of recipient and degree awarded (EdD or PhD). The
author looks at faculty:doctorate and facultyistudent ratios and concludes with a plea for standards, guidelines, and accreditation
of programs. 相似文献
15.
Since 2010, the Higher Education Participation and Partnerships Program (HEPPP) has provided funding for Australian universities to ‘raise aspiration’ among under-represented groups. Underpinned by utilitarian discourses of human capital and individual capacitation, these resources have transformed the ways that universities seek to engage prospective students. This paper turns to an overlooked cohort that is integral to widening participation initiatives, but has rarely been the focus of research. These are the student ambassadors – university students who work within HEPPP programs. This paper reports findings from the alumni component of a mixed-method study which examines how widening participation programs, which are ostensibly directed at future university enrolments, might also help university students who work as student ambassadors to become successful professionals and citizens once they graduate from university. Alumni accounts of their experiences and self-reported impact of their ambassador work advocate a more holistic view of graduate success and how activities beyond mandatory coursework can contribute to success beyond university graduation. Evidence from student ambassador alumni suggests that these positive impacts are broad and long-lasting, contributing to students’ professional successes and personal lives. 相似文献
16.
现代意义上的专业博士学位在美国已有200年的历史,美国教育部国家教育统计中心(NCES)关于博士的新定义,不仅使得其博士数据出现重大变化,也体现了对于专业博士的认可和肯定。我国专业博士生教育启动较晚,尽管发展速度很快,但绝对和相对规模都远低于美国。应充分认识高等教育发展的外部因素和自身动力,明确专业博士生教育的培养定位与质量标准,优化规模结构,加大产教融合,健全评价体系,科学比较借鉴,实现高质量内涵式发展。 相似文献
17.
A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework 
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下载免费PDF全文 In the continuing concern about academic standards in the higher education sector a great deal of emphasis has been placed on quality assurance procedures rather than on considering how university tutors learn to grade the quality of work produced by students. As part of a larger research project focused on how tutors grade student coursework, this paper offers a new metaphor for such tutor learning, based on a sociocultural perspective. The research project used think‐aloud protocols recorded as university tutors graded student coursework, and this was followed by semi‐structured interviews. The voluntary participants consisted of 25 lecturers in four contrasting domains—humanities, art and design, medicine and teacher education—in three universities, two teaching‐led and one research intensive. We developed a metaphorical framework that helps to understand the work and learning of the lecturers and tested it by applying it to analysis of the tutor interview data. Grading, writing feedback, second marking and moderation are important situated professional learning opportunities for tutors to debate and reach agreement on the academic standard demonstrated by student coursework. The metaphor considers professional learning as interplay between the vertical domain of public knowledge and the horizontal domain of teachers' practical wisdom. The metaphor presented in this paper is proposed for critical consideration and wider use by academics, teachers, academic developers and teacher educators as an aid to better understanding of teacher's professional learning. 相似文献
18.
Since closing the gap between different levels of professional development for teachers has been identified as a particular need in our profession, capturing the results of professional coursework can help teacher educators better understand and meet the unique needs of teachers with different levels of experience. This study examined the effects of professional development on early career (EC) and experienced (EXP) teachers during an advanced master’s degree programme in the USA. Qualitative analysis of 47 teacher portfolio reflections and 11 post-programme interviews investigated how EC and EXP teachers engaged in programme learning experiences to determine the ways that coursework influenced their professional growth. Differences between EC and EXP teachers were noteworthy, indicating that these two groups responded to professional development experiences differently. Ongoing research to determine effective differentiated approaches toward professional development for both novice and EXP teachers remains a key area for teacher education research, most particularly with a goal of measuring the results of professional development on improving PK-12 student performance. 相似文献
19.
我国专业学位博士生教育发展过程中存在学位名称翻译与实质混淆、概念内涵误读、传统错误观念留存及培养模式上的实践同化等误区,致使社会对博士专业学位是“沼泽”还是“高地”产生质疑。长此以往极易形成博士专业学位难以准确定位、培养模式依然为嫁接式、质量评价标准模糊等后果。检视误区产生缘起,提出应充分认识博士专业学位的概念内涵和本质特征,制定明确的博士专业学位获取标准,推动专业学位博士教育与职业继续教育挂钩,政府、高校及市场多方合作开展教育等对策建议。 相似文献
20.
国外专业博士学位的历史发展及启示 总被引：10，自引：1，他引：9
现代专业博士学位产生于20世纪初期,虽然只有短暂的发展历史,但形成了不同于研究型博士学位的鲜明特征,其实践性强、学制灵活等优势满足了社会发展的需要,从而获得了迅速发展.国外专业性博士学位发展的某些经验值得我们认真思考和借鉴. 相似文献